Empowering Future Leaders: A Dynamic Task-Based E-Learning Approach for Enhancing Pre-service Teachers’ Writing Proficiency

This research aimed to create a task-based e-learning courseware designed to enhance the writing skills of pre-service teachers aspiring to become leaders. Through purposive sampling, ten teachers specializing in the Thai language or other subjects, affiliated with either the Ministry of Education or the Ministry of Higher Education, Science, Research, and Innovation, were carefully selected. Additionally, teachers instructing in the Bachelor of Education program in Thai, with a minimum of three years of teaching experience, were included in the study. Furthermore, ten fourth-year pre-service teachers from the Division of Thai, Faculty of Humanities and Social Sciences at Bansomdejchaopraya Rajabhat University, who successfully completed a teaching observation, participated in a teaching experiment in schools, and enrolled in the Writing for Academic and Professional Communication course (course code 2191104) during the first semester of the academic year 2023, were chosen through purposive sampling. Similarly, an additional group of twenty fourth-year pre-service teachers from the same division and faculty were selected through purposive sampling. These participants had successfully completed a teaching observation, engaged in a teaching experiment in schools, and were enrolled in the Writing for Academic and Professional Communication course (course code 2191104) during the first semester of the academic year 2023. The study revealed that the task-based e-learning courseware is structured into three distinct phases: preparing tasks, practicing tasks, and post-practicing tasks. Evaluation of the developed courseware demonstrated an efficiency score of 86.67/85.13, exceeding the established 80/80 benchmark. Furthermore, the research findings indicated a significant improvement in the writing skills for leadership among pre-service teachers after engaging with the courseware. This improvement was statistically significant at the 0.05 level when compared to their skills before the learning process.